H6 Whole House

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Curriculum Standards

  1. English/Language Arts 10th Grade
    1. CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
    2. CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic
    3. CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source
    4. CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
    5. CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
    6. CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
    7. CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      1. CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
      2. CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
      3. CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
      4. CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  2. Social Studies Essential Standards World History
    1. WH.H.7: Understand how national, regional, and ethnic interests have contributed to conflict among groups and nations in the modern era.
    2. WH.H.8: Analyze global interdependence and shift in power in terms of political, economic, social and environmental changes and conflicts since the last half of the twentieth century.
  3. Social Studies Literacy Standards:
    1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
    2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
    3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
    4. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts
    5. Analyze the relationship between a primary and secondary source on the same topic. Compare and contrast treatments of the same topic in several primary and secondary sources.
  4. Science Essential Standards Biology
    1. Bio.2.1 Analyze the interdependence of living organisms within their environments.
      1. Bio.2.1.2 Analyze the survival and reproduction success of organisms in terms of behavioral, structural and reproductive adaptations.
      2. Bio.2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability with ecosystems.
    2. Bio.2.2 Understand the impact of human activities on the environment (one generation affects the next)
      1. Bio.2.2.1 Infer how human activities( including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species may impact the environment.
    3. Bio.3.4 Explain the theory of evolution by natural selection as a mechanism for how species change over time.
      1. Bio 3.4.3 Explain how carious disease agents (bacteria, viruses, chemicals) can influence natural selection
  5. AVID Essential Standards 10th Grade
    1. Content Standard 1.0: Students will develop strategies to identify and fulfill personal and academic goals.
    2. Content Standard 3.0: Students will develop proficiency in “Writing to Learn” across the curriculum
    3. Content Standard 5.0: Students will be proficient in using “The Writing Process” in core classes in order to write clear, coherent, and focused essays that exhibit awareness of audience and purpose and contain formal introductions, bodies of supporting evidence and conclusions.
    4. Content Standard 6.0: Students will develop cross curricular reading skills
    5. Content Standard 7.0: Students are able to evaluate the content of oral communications and deliver focused, coherent presentations that convey a clear interpretation of ideas and unity in relation to purpose and

Objectives

Using WWII and the Holocaust as the backdrop for our multidisciplinary unit, students will:
  • learn the history behind the war and the unique hatred of the Jewish and non-Aryan people
  • learn to analyze and interpret primary and secondary sources and synthesis the information
  • understand how same events can be viewed from multiple perspectives
  • learn how to recognize and utilize figurative language
  • explore the theme of man's inhumanity to man through reading, writing, viewing, and listening
  • learn about the characteristics of communicable diseases
  • learn about scientific breakthroughs accomplished during WWII
  • learn the importance of tolerance and recognize the value of acceptance
  • learn the importance of agency and not remaining indifferent and apathetic.
​

Learning Activities

  1. English
    1. Lesson
      1. The students will learn about WWII, particularly the atrocities of the Holocaust, through various readings, presentations, and media. The unit will be anchored by Elie Wiesel's memoir Night and supplemented by poetry (i.e. "To the Little Polish Boy Standing with His Arms Up" by Peter Fischl, "Hitler's First Photograph" by Wislawa Szymborska) and multimedia (i.e. The Boy in the Striped Pajamas, Jakob the Liar, "Never Again" by Remedy). Students will learn about man's inhumanity towards man and the consequences of our actions, even something as seemingly mundane as not wanting to get involved, through reading, viewing, discussions, writing, and the creation of original products. The students will also learn about the other 5 million of the 11 million victims of the Holocaust, including why they were persecuted and their identifying symbol, among other details.
    2. Tools and Handouts
      1. Animoto -The Students will use Animoto to create various projects.
        • Imagery Assignment - the students keep a journal of strong images from the various readings, listenings, and viewings that they will put together to create video (or visual) poem.
        • Remembrance Project - the students will create a video about victims of the Holocaust
    3. Resources
      1. Night by Elie Wiesel
        • Above: Peter Fischl reading his poem
        • Above: Hektor Munoz reading "Hitler's First Photograph" by Wislawa Szymborska
        • hitler300x263.gif
        • Above: Hitler's baby photograph
      5. The Boy in the Striped Pajamas(book excerpts by John Boyne, film directed by Mark Herman)
      6. Other Victims Project.doc
      7. Imagery Assignment .docx
        • Above: Example of Imagery Assignment

  2. Social Studies
    1. Lesson
      1. Students will learn about the Repercussions of WWI and the Treaty of Versailles, the Rise of Hitler, and the History of Antisemitism through collaboration and by taking Cornell notes while reviewing the assigned materials. After research, partner and class discussions, students will be expected to incorporate this information into a Voki assignment as described below in the Integration of App/Tool. This Voki will be linked to the project Evernote upon completion
      2. Tools and Handouts
        1. Voki
        2. With a partner, students will explore the resources below and take Cornell Notes
          1. Note Sections
            1. Repercussions of WWI and Treaty of Versailles
            2. The Rise of Hitler
            3. History of Antisemitism
            4. Perspectives from the war
    2. Resources(Students will use the resources below to conduct research to complete their Voki assignments)
      2. Unique Hatred: A history of Antisemitism
      3. WWII Timeline
      4. WWII and Holocaust Timeline
      5. Perspectives from WWII
  3. Science
    1. Lesson
      1. Students will learn about the connection between population and the spread of communicable diseases via viruses, bacteria and fungi. Students will investigate the connection between vectors and disease and the medical breakthroughs that came about during the World War II era including vaccination, immunization and sanitation.
    2. Tools and Handouts
      1. Evernote
      2. Microsoft Word
      3. WORKSHEET FOR INFECTIOUS AND COMMUNICABLE DISEASES.doc
      4. communicable-disease-description.pdf
      5. Immune System and Communicable Disease Notes/Worksheet
    3. Resources
      1. US Army Medical Department, Office of Medical History
      2. CK-12 Digital Textbook: Immune System and Diseases
      3. Diseases: A brief guide to causes and symptoms
      4. CK-12 Digital Textbook: Viruses and Diseas

    4. AVID
    1. Lesson
      1. To correlate and support the core curriculum lessons on the Holocaust mentioned above, AVID students will learn about humanitarianism and Tolerance. A big focus of this unit will be how to identify bullying, how to handle bullying and being the change they want to see in the world.
        1. Students will learn about tolerance by
          1. researching bullying and identifying the types of bullying
          2. Students will identify different examples that occur in high school.
          3. Students will also be expected to find an example of bullying in a TV show or a Movie and analyze how it was dealt with, if at all.
          4. Students will then reflect on how popular culture impacts bullying.
          5. Students will then find a newspaper article about bullying that is occurring in our government; domestically or internationally and fill out a textual analysis sheet.
          6. Students will showcase what they have learned by creating a movie using Goanimate as described below in the Integration of App/Tool.
          7. Student will post in a forum located on the class moodle page expressing their thoughts on bullying and what bullying occurred before and during WWII
        2. Students will learn about humanitarianism by participating in several AVID outreach programs listed below
          1. Adopting a Christmas family
          2. Creating care packages for the troops
          3. Participating in Relay for Life
          4. Organizing school wide activity to correlate with the Holocaust Day of Remembrance April 8, 2013
    2. Tools and Handouts
      1. Bullying Assignment
        1. Bullying.docx
        2. Textual Analysis.docx
      2. Humanitarian Assignment
        1. Christmas family information sheet
        2. COMPLETELISTOFITEMSTODONATEGTTT.pdf
    3. Resources
      1. Bullying Assignment
        1. Stopbullying.gov
        2. Hitler Youth
      2. Humanitarian Assignment
        1. National Day of Remembrance







Integration of App/Tool

  1. English
    1. Animoto- Students will create two Animoto videos. One is more experimental and creative; one is more formal.
      • The experimental imagery Animoto deals with utilization of strong images/images that made a powerful impact on the student. These images can and should be a cohesion of what the student were exposed to throughout the cross curricular unit. This project will be more personal to the student, being that the student will journal what images, quotes, lines, visuals, etc. that meant something to him or her.
      • The more formal of the Animoto products involves researching victims of the holocaust (especially the "other" victims, like the handicapped or homosexual). This assignment is more structured as to what has to be in the video. The video will also be a learning tool aimed at a middle school audience, so the students will have to keep that in mind. This project will act as a counterpart to the multiple perspective Voki.
  2. Social Studies
    1. Voki- Students will create two Vokis. These Vokis must showcase two different points of view about the Holocaust of the Jewish people during WWII. These perspectives could include, but are not limited to, Nazi sympathizers, indifferent people, victims of the Holocaust (Jewish, Gay, Gypsies, African American etc.), other nations etc. If a student has another perspective, have them run it by the teacher just make sure it is acceptable. In the Voki, students' perspectives must be from the research and will be expected to cite specific information.
  3. Science-
    1. Evernote- Students will complete notes and worksheet assignments via Evernote, which can then be shared with other students and posted to their digital portfolios and/or class webpage or wiki.
  4. AVID-
    1. Goanimate- Students will create a goanimate movie illustrating the different types of bullying at a micro and macro level. They will also describe methods to resolve bullying in the movie.

Collaboration

  1. Synchronous Collaboration
    1. Students collaborate in small groups in the classroom
    2. Students have a large group discussion in each individual class
    3. All classes participate in a Socratic Seminar using the outside circle and inside circle method
    4. Facetime: Students will use Facetime to collaborate with each other at home and teachers during office Facetime hours
  2. Asynchronous Collaboration
    1. Evernote
      1. Students will collaborate by using Evernote and will turn in their final projects and all assigned work by linking it to Evernote
    2. Facebook
      1. Students will collaborate with each other in our group pages where they can ask group members and teacher questions in a chatroom format.

ISTE NETS-T


1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
  1. Apply existing knowledge to generate new ideas, products, or processes
  2. Create original works as a means of personal or group expression
  3. Use models and simulations to explore complex systems and issues
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
  2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  3. Develop cultural understanding and global awareness by engaging with learners of other cultures
  4. Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
  1. Plan strategies to guide inquiry
  2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
  3. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
  4. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
  1. Identify and define authentic problems and significant questions for investigation
  2. Plan and manage activities to develop a solution or complete a project
  3. Collect and analyze data to identify solutions and/or make informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  1. Advocate and practice safe, legal, and responsible use of information and technology
  2. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
  3. Demonstrate personal responsibility for lifelong learning
  4. Exhibit leadership for digital citizenship

Assessment

  1. English
  2. Social Studies
    1. Students will have both summative and formative assessments for their Holocaust project
      1. Formative Assessments
        1. Daily exit questions to check for student understanding
        2. 4 corners bell ringers to check for student understanding
        3. Class Discussion
      2. Summative Assessments
        1. Rubric for Notes on Holocaust
          1. Cornell Notes Rubric.doc
        2. Rubric for Final Voki Project
        3. Quiz
        4. Cumulative test
        5. Work check points
          1. Students have certain information they have turn in at certain times.
  3. Science
    1. Daily Refresher Quizzes for duration of the lesson topic
    2. Bell Ringer Vocabulary words for lesson
    3. Summative Evaluation: Exam on Immune System and Disease
  4. AVID
    1. Formative Assessment
      1. Exit questions to check for student understanding
      2. Class Discussion
    2. Summative Assessment
      1. Rubric for Animoto about bullying
      2. Work check points
        1. Students have certain information they have turn in at certain times.
      3. Rubric for notes on Holocaust
        1. Cornell Notes Rubric.doc

Materials/Resources

  1. English
    1. Macbook Pro
    2. Night
    3. Peter Fischl
    4. Never Again
    5. Never Again lyrics with Notes.docx
    6. Boy in the Striped Pajamas Discussion Questions.doc
    7. Other Victims Project.doc
  2. Social Studies
    1. Macbook Pro
    2. War II: Crash Course in History #38
    3. Unique Hatred: A history of Antisemitism
    4. WWII Timeline
    5. WWII and Holocaust Timeline
    6. Perspectives from WWII
  3. Science
    1. Macbook Pro
    2. communicable-disease-description.pdf
    3. WORKSHEET FOR INFECTIOUS AND COMMUNICABLE DISEASES.doc
    4. Immune System and Communicable Disease Notes/Worksheet
    5. US Army Medical Department, Office of Medical History
    6. CK-12 Digital Textbook: Immune System and Diseases
    7. Diseases: A brief guide to causes and symptoms
    8. CK-12 Digital Textbook: Viruses and Diseas
  4. AVID
    1. Macbook Pro
    2. Textual Analysis.docx
    3. Bullying.docx
    4. COMPLETELISTOFITEMSTODONATEGTTT.pdf
    5. Stopbullying.gov
    6. Hitler Youth
    7. National Day of Remembrance

Value Beyond the Classroom

  1. Students learn about tolerance and humanitarianism
  2. Students become more familiar with web 2.0 tools
  3. Students will use higher order thinking skills to analyze and solve problems
  4. Students will understand that there are consequences to all actions, especially their own

Lesson Development Resources/Citations


Boy in Striped Pajamas-John Boyne
Ck-12 Online Testbook-http://www.ck12.org/concept/Immune-System-and-Disease/#all
Crash Course Youtube Channel-http://www.youtube.com/user/crashcourse?feature=watch
Jakob the Liar-Peter Kosovitz
National WWII Museum-http://www.nationalww2museum.org/see-hear/world-war-ii-history/timeline.html
NC Learn-http://www.learnnc.org/lp/pages/4067
rubistar-http://rubistar.4teachers.org/index.php?screen=NewRubric
stopbullying.gov-http://www.stopbullying.gov/prevention/index.html
The United States Holocaust Museum-http://www.ushmm.org/museum/